Volume 6 · Number 2 · Pages 172–176

< Previous Paper · Next Paper >

The Honor of Working with Ernst von Glasersfeld. Partial Recollections

Leslie P. Steffe

Download the full text in
PDF (230 kB)

> Citation > Similar > References > Add Comment

Abstract

Purpose: My goals in this paper are to comment on some of the roles that Ernst von Glasersfeld played in our work in IRON (Interdisciplinary Research on Number) from circa 1975 up until the time of his death, and to relate certain events that revealed his character in very human terms. Method: Among my recollections of Ernst, I have chosen those that I felt would most adequately portray his impact on the field of mathematics education and his ethics in the field of human affairs. Findings: It has not often been said but, in his work in IRON, it was Ernst’s explicit intention to start a conceptual revolution in mathematics education and beyond. Other than serving as a revolutionary, Ernst also served as a mentor for many investigators in mathematics education, including myself. He excelled as a scientist as well an epistemologist, and his scientific work fueled his epistemological work. Ernst was a very ethical and wonderful human being who was dedicated to the betterment of humankind by means of his revolutionary ideas.

Key words: paradigm shift, constructivism, mathematics education, conceptual analysis

Citation

Steffe L. P. (2011) The honor of working with ernst von glasersfeld. Partial recollections. Constructivist Foundations 6(2): 172–176. http://constructivist.info/6/2/172

Export article citation data: Plain Text · BibTex · EndNote · Reference Manager (RIS)

Similar articles

Steffe L. P. (2007) Radical Constructivism: A Scientific Research Program

Ulrich C., Tillema E. S., Hackenberg A. J. & Norton A. (2014) Constructivist Model Building: Empirical Examples From Mathematics Education

Bednarz N. & Proulx J. (2011) Ernst von Glasersfeld’s Contribution and Legacy to a Didactique des Mathématiques Research Community

Riegler A. & Gash H. (2011) Legacy of a Great Thinker. Editorial for the Commemorative Issue for Ernst von Glasersfeld

Müller K. H. (2010) The Radical Constructivist Movement and Its Network Formations

References

Carpenter T. P., Dossey J. A. & Keohler J. L. (eds.) (2004) Classics in mathematics education research. National Council of Teachers of Mathematics, Reston VA. << Google Scholar

Foerster H. von (1984) On constructing a reality. In: Watzlawick P. (ed.) The invented reality. Norton, New York: 41–61. << Google Scholar

Foerster H. von (2000) Preamble. In: Steffe L. P. & Thompson P. (eds.) (2000) Radical Constructivism in action: Building on the Pioneering Work of Ernst von Glasersfeld. Routledge/Falmer, New York: xi–xv. << Google Scholar

Glasersfeld E. von (1974) Piaget and the radical constructivist epistemology. In: Smock C. D. & Glasersfeld E. von (eds.) Epistemology and education. Follow Through Publications, Athens GA: 1–24. Reprinted in: Glasersfeld E. von (1987) The construction of knowledge: Contributions to conceptual semantics. Intersystems Publications, Salinas CA: 95–118. Available at http://www.vonglasersfeld.com/034

Glasersfeld E. von (1980) The concept of equilibration in a constructivist theory of knowledge. In: Benseler F., Hejl P. M. & Köck W. K. (eds.) Autopoiesis, communication, and society. Campus Verlag, Frankfurt: 75–85. << Google Scholar

Glasersfeld E. von (1981) An attentional model for the conceptual construction of units and number. Journal for Research in Mathematics Education. 12: 83–94. << Google Scholar

Glasersfeld E. von (1991) Abstraction, re-presentation, and reflection: An interpretation of experience and of Piaget’s approach. In: Steffe L. P. (ed.) Epistemological foundations of mathematical experience. Springer, New York: 45–67. Available at http://www.vonglasersfeld.com/130

Glasersfeld E. von (1995) Radical constructivism: A way of knowing and learning. Falmer Press, London. << Google Scholar

Glasersfeld E. von (2005) Thirty years constructivism. Constructivist Foundations 1(1): 9–12. Available at http://www.univie.ac.at/constructivism/journal/1/1/009.glasersfeld

Lettvin J. Y., Maturana H. R., McCulloch W. S. & Pitts W. H. (1959) What the frog’s eye tells the frog’s brain. Proceedings of the Institute of Radio Engineers 47: 1940–1951. Reprinted in McCulloch W. S. (1965) Embodiments of mind. MIT Press, Cambridge: 230–255. << Google Scholar

Piaget J. & Szeminska A. (1950) The child’s conception of number. Routledge & Kegan Paul, London. << Google Scholar

Steffe L. P. & Cobb P. (1983) The constructivist researcher as teacher and model builder. Journal for Research in Mathematics Education 14(2): 83–94. << Google Scholar

Steffe L. P. & Gale J. (eds.) (1995) Constructivism in education. Lawrence Erlbaum, Hillsdale NJ:. << Google Scholar

Steffe L. P. & Kieren T. (1994) Radical constructivism and mathematics education. Journal for Research in Mathematics Education 25: 711–33. << Google Scholar

Steffe L. P. & Thompson P. W. (2000) Teaching experiment methodology: Underlying principles and essential elements. In: Kelly A. E. & Lesh R. A. (eds.) Research design in mathematics and science education. Lawrence Erlbaum, Mahwah NJ: 267–306. << Google Scholar

Steffe L. P. & Thompson P. W. (eds.) (2000) Radical constructivism in action: Building on the pioneering work of Ernst von Glasersfeld. Routledge/Falmer, New York. << Google Scholar

Steffe L. P. (2007) Radical constructivism: A scientific research program. Constructivist Foundations 2(2–3): 41–49. Available at http://www.univie.ac.at/constructivism/journal/2/2–3/041.steffe

Steffe L. P., Cobb P. & Glasersfeld E. von (1988) Construction of arithmetical meanings and strategies. Springer, New York. << Google Scholar

Steffe L. P., Glasersfeld E. von, Richards J. & Cobb P. (1983) Children’s counting types: Philosophy, theory, and application. Praeger Publishers, New York. << Google Scholar

Steffe L. P., Hirstein J. & Spikes C. (1976) Quantitative comparison and class inclusion as readiness variables for learning first grade arithmetic content. Technical Report No. 9. Project for Mathematical Development of Children, Tallahassee FL. << Google Scholar

Comments: 0

To stay informed about comments to this publication and post comments yourself, please log in first.